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Cultural Studies of Science Education

, Volume 4, Issue 2, pp 345–371 | Cite as

Developing a framework for critical science agency through case study in a conceptual physics context

  • Sreyashi Jhumki BasuEmail author
  • Angela Calabrese Barton
  • Neil Clairmont
  • Donya Locke
Article

Abstract

In this manuscript we examine how two students develop and express agency in and through high school physics. We tell the stories of two youth from a low-income, urban community to elucidate the important components of critical science agency in a physics context, and to situate a set of claims about how youth develop and express this concept. This research is part of a larger multiyear study of democratic practice in middle- and high-school science. We present three claims: (a) that critical science agency is intimately related to the leveraging and development of identity, (b) that critical science agency involves the strategic deployment of resources , and (c) that developing critical science agency is an iterative and generative process. Two university researchers have co-written this paper with the two students whose experiences serve as the cases under investigation, to provide both an “emic” perspective and student-focused voices that complement and challenge the researchers’ voices.

Keywords

Agency Critical Generative Identity Iterative Physics Resources 

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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Sreyashi Jhumki Basu
    • 1
    Email author
  • Angela Calabrese Barton
    • 2
  • Neil Clairmont
    • 1
  • Donya Locke
    • 1
  1. 1.Steinhardt School of Culture, Education, and Human DevelopmentNew York UniversityNew YorkUSA
  2. 2.Teacher EducationMichigan State UniversityEast LansingUSA

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